etadd_46(4) - Division on Autism and Developmental Disabilities

following the intervention. Likewise, Graves et
al. collected maintenance data with the participants
after they reached criterion during the
intervention. Results indicated that all participants
learned the cooking tasks and maintained
at least one or two tasks two weeks
following the intervention. Results from Horn
et al. also indicated that two of three participants
in the study maintained the learned
skills (laundry) two weeks following the intervention.
Van Laarhoven et al. trained an adult
with developmental disability using video iPod
as a prompting design to complete three job
related tasks (cleaning bathroom, mopping
floors and taking out garbage, cleaning kennels)
at an animal shelter. The participant
quickly acquired the skills and required few
prompts. Maintenance data indicated that the
participant was able to perform the task without
video iPod prompt at 10 weeks following
the intervention.
Investigators in one study reported generalization
data but no maintenance data (Grice
& Blampied, 1994). Le Grice and Blampied
trained four individuals with intellectual disabilities
to operate video equipment and the
computer using the video prompting strategy.
All four participants learned the skill and generalized
to novel video players and computer
equipment.
Investigators in 4 of 18 studies reported
both maintenance and generalization data
(Mechling et al., 2003; Norman et al., 2001;
Tiong et al., 1992; Van Laarhoven & Van Laarhoven-Myers,
2006). Van Laarhoven and Van
Larhoven-Myers collected post intervention
and generalization data. The three participants
were able to perform the steps (microwave
pizza) in novel instructional settings and
post intervention data indicated that participants
were able to maintain the tasks. Also,
Mechling et al. trained three adults with intellectual
disabilities to make purchases using a
debit card. Maintenance data were collected
for two of three participants 1 week and 6
weeks following instruction. Maintenance
data showed both participants were able to
make purchases. In addition, all three participants
generalized the debit card use in community
and novel stores. Similarly, Norman et
al. taught self-help skills to three children with
developmental disabilities (cleaning sunglasses,
putting on a wristwatch, and zipping a
jacket) using the video modeling and video
prompting strategies combined with CTD. Results
showed that all three participants
learned the skill and maintained the skill;
however, maintenance probes ranged between
1 to 13 weeks across three participants.
For the task of cleaning glasses, the investigators
assessed for generalization across persons
with two participants and also assessed for
generalization of putting on wristwatch with
one of the participants across material. No
generalization probes were conducted with
the third participant. Finally, Tiong et al. assessed
both generalization and maintenance
of fire safety skills with four adults with intellectual
disabilities using the video prompting
strategy. Results indicated that the participants
were able to transfer the training to a
novel setting and maintain the skills 4–5
weeks post intervention.
Social Validity
Social validity was assessed in 4 of 18 studies
(Mechling et al., 2009; Tiong et al., 1992; Van
Laarhoven et al., 2009; Van Laarhoven & Van
Laarhoven-Myers, 2006). In a study, Tiong et
al. trained participants with intellectual disabilities
to escape from the bedroom in the
event of fire. The authors used a questionnaire
to assess the satisfaction of the staff and
the participants. Results indicated that the
staff expressed medium level of satisfaction
and the participants expressed high level of
satisfaction. However, the staff also expressed
concerns about the video quality and indicated
that the training program was boring
and two of the participants indicated that they
were more concerned about the fire safety.
Similarly, Van Laarhoven et al. conducted social
validity assessments through informal interviews
with the study participant, his
mother, and the employers about the video
iPod and video feed back intervention. The
participant indicated that he liked the video
iPod and he felt that the device helped him to
do tasks independently. In addition, the
mother and the employers expressed satisfaction
with the results and were impressed with
the effectiveness of the video iPod. The employers
indicated that they thought the video
iPod would benefit other employers when
training new employees in their setting. Also,
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